Science Speed Bag - Grade 4 - Preview

science

SCIENCE

grade 4

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STUDENT BOOKLET

Educational Bootcamp

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SPEED BAG

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GRADE 4 EDUCATIONAL BOOTCAMP

THE SPEED BAG 2.0 STUDENT BOOKLET (GRADE 4) INCLUDES: 

Student Reading Passages - provides students with practice involving the benchmarks being addressed in both Reading (grade 4) and Science (Grade 5).



Making the Connection Sections – provides students the opportunity to make the science connection to real life experiences as developed in the reading passages.



Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons.



Vocabulary Drill – allows students to use context clues as a tool to develop definitions for key vocabulary words as they relate to the Next Generation Sunshine State Standards for science.



Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation.



Multiple Choice Practice Questions – gives students practice in answering FCAT 2.0-like questions for the Reading Sub-test while learning Science. Multiple-choice items are scored by awarding one point for each correct answer.

FCAT Speed Bag Reading in Science, Student Booklet Grade 4 Publisher: J & J Educational Boot Camp Content Development: J & J Educational Boot Camp Senior Editor: Chantel Styles Cover Design: Doris Araujo Design Copyright © 2011 by J & J Educational Boot Camp J & J Educational Boot Camp P.O. Box 824221 Pembroke Pines, Florida 33082 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of J & J Educational Boot Camp.

Printed in the United States of America

ISBN: 0-85-8343001 10 9 8 7 6 5

4

3

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T A B L E Lesson

FL Code

O F

C O N T E N T S Florida Benchmark

Page #

VOCABULARY AND THE AUTHOR’S PURPOSE THROUGH THE NATURE OF SCIENCE

INTRODUCTION: Identifying the Author’s Purpose INTRODUCTION: Analyzing Words in Text The Scientific Method: JAKE AND ANNA’S SCIENCE PROJECTS Comparing Investigations: SIR ISSAC NEWTON: A GREAT DISCOVERER

Making and Comparing Observations: BUSY BEES

SC.4.N.1.1

Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

SC.4.N.1.2

Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

SC.4.N.1.5

Compare the methods and results of investigations done by other classmates.

SC.4.N.1.3

Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.

SC.4.N.1.7

Recognize and explain that scientists base their explanations on evidence.

SC.4.N.1.6

Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

pp. 1 - 2 pp. 3

pp. 4 - 11

pp. 12 - 19

pp. 20 – 27

MAIN IDEA, DETAILS, AND CHRONOLOGICAL ORDER THROUGH EARTH & SPACE SCIENCE pp. 28 - 29 INTRODUCTION: Main Idea and Supporting Details

The Movement of the Earth: I SEE DIFFERENT STARS

Moon Phases: JACK’S TELESCOPE SALE Rock Cycle: THE LUCKY ROCK Properties of Minerals: THE MINERAL MYSTERY

SC.4.E.5.4

Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.

SC.4.E.5.3

Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.

SC.4.E.5.1

Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.

SC.4.E.5.2

Describe the changes in the observable shape of the moon over the course of about a month.

SC.4.E.6.1

Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).

pp. 42 - 52

SC.4.E.6.2

Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

pp. 53 - 60

pp. 30 - 37

pp. 38 - 44

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Renewable and Nonrenewable Resources: GOING GREEN ON GREENLAND PARRKWAY Florida Resources: THE FLORIDAN AQUIFER Weathering and Erosion: WILL THE OCEAN SWALLOW THE BEACH HOUSE?

pp. 61 - 68

SC.4.E.6.3

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SC.4.E.6.6

Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

pp. 69 - 76

SC.4.E.6.4

Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

pp. 77 - 84

THEME & TOPIC, CAUSE & EFFECT, COMPARE & CONTRAST THROUGH PHYSICAL SCIENCE pp. 85 - 86 INTRODUCTION: Cause & Effect and Compare & Contrast

Physical Properties of Matter: WHAT AM I? Chemical Changes: TREE HOUSE LABORATORY Forms of Energy: RUN OFF THAT ENERGY Energy Causes Things to Move: PARTY HEARTY SMARTY Sound Vibrations: FEELING THE SOUND

SC.4.P.8.1

Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.

pp. 87 - 94

SC.4.P.8.4

Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.

SC.4.P.9.1

Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.

pp. 95 - 102

SC.4.P.10.1

Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

pp. 103 - 110

SC.4.P.10.2

Investigate and describe that energy has the ability to cause motion or create change.

SC.4.P.10.4

Describe how moving water and air are sources of energy and can be used to move things.

SC.4.P.10.3

Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.

pp. 111 - 118

pp. 119 - 126

iii

Good Conductors of Heat: HEAT IT UP! The Speed of an Object: SPEEDY GONZALEZ

SC.4.P.11.1

Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.

pp. 127 - 134

SC.4.P.11.2

Identify common materials that conduct heat well or poorly.

SC.4.P.12.1

Recognize that an object in motion always changes its position and may change its direction.

SC.4.L.16.1

Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.

pp. 145 - 152

Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seedbearing plants.

pp. 153 - 160

pp. 135 - 142 Investigate and describe that the speed of an object is determined by the SC.4.P.12.2 distance it travels in a unit of time and that objects can move at different speeds.

STORY STRUCTURE, TEXT FEATURES, & FIGURATIVE LANQUAGE THROUGH LIFE SCIENCE pp. 143 - 144 INTRODUCTION: Parts of a Story, Figurative Language, and Text Features

Flowering Plants: GREGOR MENDELL The Life Cycle of Plants: FLOWER POWER Learned and Inherited Traits: JUST LIKE MY DAD…ALMOST Seasonal Changes: THE ROAD TRIP The Flow of Energy: THE BIGGEST CONSUMER The Impact on the Environment: THE CHETAH FINDS A COMPROMISE

SC.4.L.16.4

SC.4.L.16.2

Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

SC.4.L.16.3

Recognize that animal behaviors may be shaped by heredity and learning.

SC.4.L.17.1

Compare the seasonal changes in Florida plants and animals to those in other regions of the country.

SC.4.L.17.2

Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.

SC.4.L.17.3

SC.4.L.17.4

Science Glossary (Grade 4)

pp. 161 - 168

pp. 169 - 176

pp. 177 - 184

Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

Recognize ways plants and animals, including humans, can impact the environment.

pp. 185 - 192

pp. 193 - 196

iv

Identifying the Author’s Purpose The reason why an author writes a story or passage is called author’s purpose.

There are three general reasons why an author writes: To INFORM To ENTERTAIN To PERSUADE When the author’s purpose is to inform, the author gives details about a person, place, or thing. Encyclopedias, magazines, textbooks, and newspapers all contain articles or stories where the author’s purpose is to inform. The author can also give the reader directions or tell the reader how to do something. Recipes, manuals, how-to-books, and direction guides are examples.

When the author’s purpose is to entertain, the author is telling a story, joke, or adventure. Comic books, jokes, letters, and plays are written to entertain the reader.

When the author’s purpose is to persuade, the author is trying to get the reader to do something, buy something, or believe something. Speeches, posters, brochures, and advertisements are examples of an author writing to persuade.

DIRECTIONS: In the passages that follow the warm-up drills, have students circle all of the key words and phrases that give clues to the author’s purpose.

KEY WORDS OR PHRASES IN IDENTIFYING THE AUTHOR’S PURPOSE

To Inform

To Entertain

To Persuade

VERY FACTUAL

VERY AMUSING

VERY OPINIONATED

Did the author give me facts?

Did the author try to make me laugh?

Did the author try to teach me something?

Did the author tell me a story?

Did the author try to amuse me?

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Did the author try to convince me?

Did the author want to change my opinion?

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Warm Up: Author’s Purpose Directions: Identify the author’s purpose for each one of the following passages.

AUTHOR’S PRACTICE #1

Dear Aunt Jennie, Today in school we learned about the digestive system. We each had to perform one part of the digestive system as a part of a skit. I ended up playing the part of the stomach.

The whole class started laughing because my stomach started growling during the performance. My stomach must have known that it was lunch time!

What is the author’s purpose?

AUTHOR’S PRACTICE #2

To find how many times your heart beats per minute you must follow these steps.

1. Find a watch or clock you can use.

2. Place two fingers on the palm side of your other wrist.

3. Press lightly with your fingers until you feel the blood pulsing.

4. Count the beats you feel for 10 seconds.

5. Multiply this number by 6. This is how many times your heart beats per minute.

What is the author’s purpose?

AUTHOR’S PRACTICE #3

DIGESTIVE SYSTEM MODELS FOR SALE! Buy a model of the digestive system today! Our models help improve knowledge of the human biology systems. Plus, this week there is a 20% off discount for schools in the State of Florida. Buy two of the same models and get the third one 50% off.

What is the author’s purpose?

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Analyzing Words in Text It is important to master vocabulary in order to have a strong grasp on reading comprehension. Multiple strategies must be used in order to develop the appropriate vocabulary.

There are several aides that may be used in vocabulary building: CONTEXT CLUES (COMPARISON,CONTRAST, EXAMPLE, OR DESCRIPTION) BASE WORDS AND AFFIXES (PREFIXES AND SUFFIXES) ANTONYMS, SYNONYMS, HOMOPHONES, HOMOGRAPHS Context clues are used to determine the meanings of unfamiliar words.

The meaning of familiar base words and affixes must be used to determine meanings of unfamiliar complex words.

Use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

DIRECTIONS: In the passages that follow the warm-up drills, have students highlight all of the context clues and phrases for determining the meaning of a word.

Prefixes Prefix: a part of a word that comes in front of the root.

PREFIX

MEANING

MisPreReEx-

bad, badly, wrong earlier, before again, backward from, out, away from

EXAMPLES

misbehave, mislead prepay, prepare rewind, replay, rebuild exhale, extract

Suffixes Suffix: the part added to the end of the word after the root SUFFIX

-ion -ist -less -ness -or -y

MEANING

action or process one who does an action

without state or quality a person who made up of

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EXAMPLES

celebration, completion pianist, typist, artist fearless, helpless, homeless kindness, shyness, weakness inventor, legislator, translator brainy, fruity, gooey

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3

The Scientific Method

Jake and Anna’s Science Projects It was science fair time again and Jake and Anna both decided to compete in this year’s fair. Anna had won first place in the science fair for the past 5 years. Jake had never competed in the science fair before but he was excited about participating for the first time. They both wanted to win.

“I’m not going to tell you what my science project is about,” Jake told Anna. “But I’ll bet I’m going to win.”

Anna had decided that she was not going to work so hard on her project this year so that somebody else could finally win, but now she was more determined than ever to win the science fair. Anna marched off to the library to get started. This year’s project had to be the best one ever.

Two weeks went by and everybody in the class turned in their problem statements. Mr. Matthews asked each student to stand up and read their problem statement aloud. Everybody shared their problem statement except Jake and Anna. Mr. Matthews was very disappointed and shook his head.

“You two are going to get low grades for class participation if you do not read your problem statements,” warned Mr. Matthews.

Both Jake and Anna were hesitant, but they both stood up and recited their problem statements, simultaneously. “Is reaction time faster in boys or girls?”

Everybody was in shock. Even Mr. Matthews was surprised. Jake and Anna had the exact same problem statement!

Afterschool, Jake and Anna bumped into each other. “My project is still going to win,” declared Jake.

Anna walked away. She was upset with herself for allowing Jake to share in her project idea.

The next day Mr. Matthews told his students they had to stand up and say what their independent and dependent variables were. “This is worth two grades,” he said eyeing Jake and Anna.

Jake volunteered to be the first presenter. He explained to the class that his dependent variables were the reaction times of catching a ruler as it dropped. He had only one independent variable, but before Jake could say what it was, Anna stood up in dismay.

“You stole my dependent variables!” Anna shouted and the two began to bicker back and forth.

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SC.4.N.1.1 Mr. Matthews stopped the children and ordered them to his desk. Jake shivered in his shoes. He didn’t know what Mr. Matthews would say about their behavior. The other students listened in silence.

“What is going on here?” Mr. Matthews began.

“The object that I will drop is going to be significantly heavier than hers,” Jake explained.

“My object is made of metal and hers is made of wood”.

Anna was relieved. Although they had the same problem statement and dependent variables, Anna and Jake’s independent variables were different. “My object will be a wooden metric ruler,” she told Mr. Matthews.

“Well then it is settled, the two of you have two different experiments and I don’t know about you, but I’m looking forward to seeing the results,” said Mr. Matthews. Both, Jake and Anna breathed a sigh of relief.

Afterschool, Jake and Anna bumped into each other again. “Great presentation!” Anna said sarcastically to Jake as they walked toward the gym together. “You almost got us into big trouble!” scolded Anna.

“I know it was a close one, but next time ... ,” Jake threatened, but Anna quickly cut him off.

“There won’t be a next time! You will be on your own!”

“Yes, but I’ve become the science project master and you will need me,” giggled Jake as Anna walked away in disgust.

During the final presentation, Anna went first. She read her materials and procedures list aloud before demonstrating her experiment. She then called Jake up to assist. Anna dropped her meter stick, from a height above Jake, by standing on a chair. Jake was asked to catch the meter stick as quickly as he could. Anna repeated the process three times and explained that every experiment must have three trials.

“Now let’s switch positions” said Anna. “I’ll catch the meter stick this time and you drop it from the same height as I did.” They again repeated the procedure three times. Anna’s time was a lot quicker than Jake’s time as witnessed by the class time-keepers. The students were excited about the results.

After several more students presented their projects, it was time for lunch. Jake would present after lunch and all the students could hardly wait to find out whether girls have a faster reaction time than boys.

“Or, more accurately speaking, does Anna have a faster reaction time than Jake,” joked one of the students.

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Author’s Purpose INFORM A

VERY FACTUAL

ENTERTAIN B

PERSUADE

VERY AMUSING

C

VERY OPINIONATED

AUTHOR’S PURPOSE:

Vocabulary & Context Clues Simultaneously Synonym

Context Clues

Antonym Definition

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PRACTICE QUESTIONS Author’s Purpose and Vocabulary 1

2

Which reason BEST tells why the author wrote this story?

A

to persuade you to compete in a science fair

B

to inform you about your school’s science fair

C

to entertain you with a story about two kids competing in a science fair

D

to explain how to create a winning science experiment

Read this sentence from the story.

He had only one independent variable, but before Jake could say what it was, Anna stood up in dismay.

What does dismay mean?

3

A

shock

B

excitement

C

fear

D

joy

Read this sentence from the story.

Both Jake and Anna were hesitant, but they both stood up and recited their problem statements, simultaneously.

Which word has the OPPOSITE meaning of the word simultaneously?

A

together

B

quietly

C

immediately

D

individually

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PRACTICE QUESTIONS Author’s Purpose and Vocabulary

4

5

Which pair of words from the passage have almost the SAME meaning?

A

recited, read

B

warned, explained

C

scolded, threatened

D

volunteered, repeated

Read this sentence from the story.

He explained to the class that his dependent variables were the reaction times of catching a ruler as it dropped.

Which word has the SAME meaning of the word dependent?

A

constant

B

reliant

C

important

D

critical

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Making the Science Connection The Scientific Method involves a series of steps designed to help support a theory or hypothesis. It allows the results from an experiment to be repeated for validity and reliability. The first step is to define or state the problem being researched. The problem must be in the form of a question that examines what, when, where, who, or how. The second step involves researching the problem using appropriate reference materials including: books, the internet, personal experiences, initial investigations, or expert opinions on the subject. The third step is creating a hypothesis. The hypothesis is an educated guess based on the research from the previous step. The hypothesis predicts the outcome of the experiment. The fourth step of the scientific method is designing the experiment. This step involves listing and gathering materials, as well as developing and carrying out the procedures. The fifth step is to record and organize the collection of data and/or observations. The information collected is called data. This data may be organized in a journal, table, chart, or graph. The sixth step is to analyze the results. Looking at your data, you must figure out exactly what the information means. Comparative phrases such as, “more than,” “less than,” etc. are instrumental in writing a results paragraph. The final step of the scientific method is to draw a conclusion. At this stage, you must write a summary that indicates whether or not the results support your original hypothesis.

Illustrate the Science Connection

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Vocabulary Drill Hypothesis:

Data:

Experiment:

Tie It Together How does the Science Connection relate to the story “Jake and Anna’s Science Projects”?

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PRACTICE QUESTIONS Science Content Questions

1

2

Which part of the experiment summarizes the findings and and answers the problem statement?

3

Which part of the experiment requires the use of reference materials to help understand the problem?

A

forming a conclusion

A

forming a hypothesis

B

stating the problem

B

problem statement

C

analyzing the data

C

recording the data

D

collecting the materials

D

researching the problem

Which part of the experiment is in the form of a question which guides the entire experiment?

4

Which part of the experiment includes the prediction made before experimenting begins?

A

conclusion

A

forming a hypothesis

B

problem statement

B

problem statement

C

data

C

recording the data

D

research

D

researching the problems

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EARTH SCIENCE with Main Idea Supporting Details Chronological Order

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Main Idea & Supporting Details The MAIN IDEA is the most important idea of a story or article. It tells what a story or passage is mostly about.

The title, first, and last sentence of a passage can give clues on what the main idea of a story is.

If a passage has several paragraphs, the main idea is often found in the first or last paragraph.

You may be asked to choose the best title for a reading passage as a main idea question.

Sentences that help explain the main idea are called SUPPORTING DETAILS. The supporting details of a story or article often describe the who, what, where, when, and why of the main idea.

Main Idea & Details Warm Up Directions: Use the information below to fill the graphic organizer.

The Excretory System The excretory system is responsible for removing waste from the body.

Organs in the excretory system include the kidneys, skin, liver, and lungs. The kidneys remove excess salt and acid from the blood. The skin removes the surplus of water, salt, and dead cells. The liver breaks down proteins and produces acid. The lungs remove excess carbon dioxide.

SUPPORTING DETAIL # 1

SUPPORTING DETAIL # 2 MAIN IDEA

SUPPORTING DETAIL # 3

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SUPPORTING DETAIL # 4

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The Rock Cycle

The Lucky Rock It was that time of the year again, and Vincent could hardly wait. He would leave his book bag, chores, and the nagging voices of his parents behind for six whole weeks while he spent the summer with his grandfather in Hawaii. From the time he was five years old, Vincent had spent his birthday with Grandpa Earl. They would indulge in their usual fishing, picking island fruit, and boating rituals.

As Vincent exited the plane, he could see his grandfather’s hat that must have been as old as him. Then he noticed the bulge in his grandfather’s shirt pocket. It was his lucky rock and Grandpa Earl never left home without it.

Many people don’t believe in luck, but Vincent was a witness to the power of the black rock. As long as Vincent could remember, his grandfather had always seemed to be a lucky fisherman. No one could catch more fish than Grandpa Earl and Vincent suspected that it had something to do with that lucky rock. Vincent, himself, had never caught anything other than a small fish that had gotten away before he could reel it in.

The morning of Vincent’s birthday, Grandpa Earl presented him with a neatly wrapped gift box. Vincent ripped away the paper, yanked the top off the box, and there it was, a rock just like Grandpa Earl’s. It was smooth, glossy, and jet-black. The rock looked like his grandfather’s, but would it have the same magical power? He was anxious to find out and the day’s fishing trip would surely tell. He thanked Grandpa Earl and ran back to his room to prepare his tackle box for the fishing trip.

When they reached the rickety pier, Vincent raced forward, setup his line and prepared to fish. Within two minutes, Vincent had caught his first live one and by the end of the hour, he had caught several more fish. His rock was indeed lucky.

Vincent enjoyed the remainder of the summer with Grandpa Earl until it was time to return home to prepare for the new school year.

To his surprise, Vincent was assigned the best fourth-grade teacher in the whole school, Ms. Johanson. His lucky rock was still working in his favor. The best part of his day was spent in science class where he learned that there were three types of rocks:

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SC.5.E.4.6.1 metamorphic, igneous, and sedimentary rocks. He learned how they were made and how they were connected in a cycle. For homework, Ms. Johanson assigned each student the task of exploring one rock type and finding an example of that type of rock.

Vincent couldn’t wait to get started.

The minute Vincent got home, he logged onto the computer and used the Internet to find pictures of his lucky rock. He found a picture of a rock called an Obsidian rock that looked exactly like his rock. Vincent read that Obsidian rocks are a glassy type of igneous rock that are usually smooth and black, but can also be brown, green, or a mixture of colors. His rock was round, but Obsidian rocks usually have sharp edges and are found in areas of recent volcanic activity. Obsidian and other igneous rocks are formed when molten lava is cooled quickly above ground. But, none of the websites said anything about the rock being lucky. For that information, Vincent knew he’d have to turn to Grandpa Earl.

He dialed Grandpa Earl’s number and was greeted with a warm, “Hello there!”

Vincent told Grandpa Earl what he’d found out about Obsidian rocks, but that he had not located any information about the rock’s luck. Grandpa chuckled and explained that the rock had nothing to do with luck, but everything to do with history. When his ancestors moved to the island, it had been abandoned due to the active volcano that sat in the middle of the island. The remains of the erupted volcano were lots and lots of Obsidian, which served as a reminder of his family history and inhabitance on the new land.

The next morning, Vincent was ecstatic about presenting his Obsidian rock to the class. Not only had he learned about his lucky rock, but he’d also learned about his ancestors. Although, Grandpa Earl had told him the rock didn’t really have magic power, Vincent rubbed the rock gently in his pocket and hoped that he’d be lucky enough to be picked first for his presentation.

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4 – 3 – 2 – 1 MAIN IDEA ORGANIZER

4 SUPPORT ING

1 –WHO: 2 – WHAT:

3

DETAILS

1–

3 – WHEN:

2– 3–

4 – WHY:

2 MAIN IDEA

1

CHRONOLOGICAL ORDER 1-

2-

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PRACTICE QUESTIONS Main Idea, Details, and Chronological Order

1

2

3

What happened AFTER Vincent received the lucky rock from his grandfather but BEFORE Vincent caught lots of fish?

A

Vincent did some research on his lucky rock.

B

Vincent let a small fish get away.

C

Vincent began fourth grade in Ms. Johanson’s class.

D

Vincent gathered his fishing gear.

Why does Vincent believe the rock is lucky?

A

Ms. Johanson told Vincent the rock was lucky.

B

Vincent’s grandfather always caught lots of fish when he had the rock.

C

The information on the Internet said Obsidian rocks were lucky.

D

Grandpa Earl said the rock had magical powers.

According to the passage, what is the FIRST thing that has to occur before Obsidian can be formed?

A

An island needs to be abandoned.

B

Grandpa Earls needs to move to the island.

C

There needs to be an inactive volcano.

D

A volcano needs to erupt.

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PRACTICE QUESTIONS Main Idea, Details, and Chronological Order 4

5

6

At the end of the passage, why does Vincent rub the rock?

A

He wants to be the first student to talk about his rock.

B

He hopes to earn a good grade on his assignment.

C

He is very nervous.

D

He is remembering his ancestors.

What is special about Obsidian?

A

Obsidian are glassy, igneous rocks.

B

Obsidian are smooth, metamorphic rocks.

C

Obsidian are all jet-black rocks.

D

Obsidian are sharp-edged, sedimentary rocks.

Why does Vincent call Grandpa Earl?

A

To inquire about his family history.

B

To learn about volcanoes.

C

To find out the secrets of the rock.

D

To say “hello” because he missed Grandpa Earl.

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Making the Science Connection THE ROCK CYCLE There are three different types of rocks: igneous, sedimentary, and metamorphic rocks.

Rocks are classified according to how they are formed. The process by which one rock type changes into another is called the rock cycle.

Igneous rocks are formed when molten rock is cooled. Molten rock is called magma. Magma is rock that has been melted deep within the Earth where the temperature is extremely high or as a result of an erupting volcano. Lava is magma that reaches the Earth’s surface. For example, when a volcano erupts, it releases lava. Igneous rocks, like obsidian, are formed when the lava is cooled and hardened.

Sedimentary rocks are made up of smaller pieces of rocks and fossilized organisms such as: sand, shells, and the remains of plants and animals. When all these materials are compressed and cemented together, it forms sedimentary rocks. Limestone, shale, and coal are examples of sedimentary rocks.

Metamorphic rocks are formed from existing rocks. When igneous and sedimentary rocks are exposed to extreme heat and pressure, metamorphic rocks are formed. Examples of metamorphic rock are quartzite, marble, and slate.

Illustrate the Science Connection

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Vocabulary Drill Sedimentary rock:

Metamorphic rock:

Igneous rock:

Tie It Together How does the Science Connection relate to the story “The Lucky Rock”?

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PRACTICE QUESTIONS Science Content Questions

1

2

Which type of rock is formed from the cooling of magma?

3

Which type of rock is formed from extreme heat and pressure?

A

igneous rock

A

igneous rock

B

metamorphic rock

B

metamorphic rock

C

sedimentary rock

C

sedimentary rock

D

sediments

D

sediments

Which type of rock is formed when fossilized organisms are pressed and cemented together?

4

How can metamorphic rock be changed into sedimentary rock?

A

igneous rock

A

heat and pressure

B

metamorphic rock

B

weathering and erosion

C

sedimentary rock

C

melting and then cooling

D

sediments

D

freezing

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LIFE SCIENCE VOCABULARY Competition

striving between organisms that co-exist, for available resources.

Complete metamorphosis

life cycle of insects that includes a larval stage.

Decomposers

consumers that break down dead organisms into simple substances.

Fertilization

the process by which the female and male reproductive cells unite.

Food chain

the transfer of energy from the Sun through producers and consumers.

Germination

when plants begin to grow from seed to spore or from seed to bud.

Herbivore

plant-eating animal.

Hibernate

the state of dormancy occurring during the winter months.

Incomplete metamorphosis type of insect development that involves only three stages.

Inherited trait

characteristics that are passed from parents to their offspring.

Larva

the eating and growing stage in the life cycle of an organism.

Learned behaviors

traits that are developed by observing other animals or people.

Life cycle

the stages of an organism’s growth and development.

Migrate

to change location seasonally from one region to another.

Nymph

an insect undergoing incomplete metamorphosis.

Omnivore

animals that eat both meat and plants.

Organism

a living thing made up of organ systems.

Ovary

the female reproductive organ that produces and contains egg cells.

Pistil

the female reproductive structure of a flowering plant.

Producer

an organism that makes its on food.

Pupa

a stage in the life cycle of an insect that occurs between larva and adult.

Pollen

the fine dust like powder that contains the male reproductive cells.

Pollinate

transfer of pollen from the male to the female reproductive structure.

Reproduction

the process of making more organisms of the same kind.

Seed Dispersal

the spreading of seeds by wind, animals, or water.

Species

a group of the same kind of organisms.

Stamen

the male reproductive structure of a flowering plant.

196

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